The current context for the LGBTQ+ community in the UK is one of turbulence and division, described by McLean (2021) as ‘toxic’. The rights of the transgender population have been questioned and challenged and many transgender children and young people report feeling marginalised and oppressed (Kosciw and Pizmony-Levy, 2016). Underlying this debate are opposing fundamental beliefs around ‘gender’ as a construct. These contrasting theoretical positions have direct implications for law, policy, and health/social care. Chapter one outlines the context, rationale, and scope of this research. Chapter two focuses on the way in which gender identity is measured in psychological research, as well as how an individual’s gender identity develops over time. This is investigated in the form of a systematic review entitled ‘What do measures of gender identity tell us about gender identity over time?’. Included in the review are 21 longitudinal studies in which measures of gender identity were used to record participants’ gender identity over at least two time points. Narrative synthesis was used to compare the trajectories of gender identity development collected by different categories of measures of gender identity (e.g., self-identification, gender stereotyped preferences, intergroup bias) and compare these findings. The results of this systematic review are consistent with wider research suggesting that distinct developmental patterns can be observed when using different constructs and measures of gender identity. This implies that gender identity cannot be measured using a single dichotomous measure. Chapter three investigates the concept of intergroup contact interventions as a means of reducing prejudice towards the gender diverse community. This is investigated in the form of an empirical research study, exploring the experiences of parents and their children when exposed to gender diversity in the form of a ‘Drag Queen Story Hour’ (DQSH) event. Drag Queen Story Hour UK is an organisation who deliver story time events for children in community spaces (e.g., libraries). 11 parents volunteered to engage in semi structured interviews after attending a DQSH event. Reflexive thematic analysis was used to attempt to understand the lived experiences of participants. Parents reported that the events created an engaging learning space for their children, in which they were able to access a positive LGBTQ+ role model, broadening their experience and understanding of gender. They also expressed concern about the current context for the LGBTQ+ community and conceptualised DQSH as ‘important work’. These results provide initial support for the use of intergroup contact interventions to develop children’s understanding of gender diversity.